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- The phrase “late 19th and early 20th centuries” refers to the time period between the late 1800s and the early 1900s. This period spans from approximately the 1870s to the 1910s. It encompasses important historical events such as the Industrial Revolution, the World Wars, and major advancements in technology, science, and arts.
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The transition from the late 19th to the early 20th century was a time of tremendous change and innovation. The industrial revolution, social movements, artistic developments, and technological advancements reshaped societies and set the stage for the modern world.
The Progressive movement was a political and social-reform movement that brought major changes to the United States during the late 19th and early 20th centuries. During this time, known as the Progressive Era, the movement’s goals involved strengthening the national government and addressing people’s economic, social, and political demands.
Progressive Era to New Era, 1900-1929. Overview The early 20th century was an era of business expansion and progressive reform in the United States. Automobiles in the Progressive and New Eras The automobile transformed the lives of people living in the United States.
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Until about 1890 the “theoretical” elements in teacher preparation were of two kinds: the study of certain principles of teaching and school management, exemplified in the textbooks written by experienced schoolmen that were published in many countries during the second half of the 19th century; and instruction in “mental and moral philosophy,” history of education, psychology, and pedagogics. Some of the most popular and influential works, such as Rosencrantz’ Philosophy of Education, which was translated into English in the 1870s, made little distinction between philosophical and psychological data. But after 1890 psychology and sociology began to crystallize as more or less distinctive areas of study; students of education had a wider and more clearly structured range of disciplines to draw upon for their data and perspectives and to provide a “scientific” basis for their pedagogic principles.
In the middle years of the 19th century the ideas of the Swiss educator J.H. Pestalozzi and of the German Friedrich Froebel inspired the use of object teaching, defined in 1878 by Alexander Bain in his widely studied Education as a Science as the attempt
to range over all the utilities of life, and all the processes of nature. It begins upon things familiar to the pupils, and enlarges the conceptions of these, by filling in unnoticed qualities. It proceeds to things that have to be learnt even in their primary aspect by description or diagram; and ends with the more abstruse operations of natural forces.
The work of these pioneers also led to a clearer recognition of the developmental needs and character of childhood. Later contributors to the corpus of ideas that underlie the processes of teacher education continued to provide philosophical, sociological, and psychological justification for particular views of the nature of education and of teaching, and also had a greater or lesser influence on the methods to be employed in classroom and school.
The work of the German philosopher Johann Friedrich Herbart (1776–1841) was of particular importance in this latter respect. Herbart wrote a number of pedagogical works during his teaching career at the universities of Göttingen and Königsberg. In the latter part of the 19th century, the study of education along Herbartian lines became established in every European country, in America, and in Japan. Herbartianism offered a complete system—a philosophical theory, a set of educational aims, a rational psychology, and a pedagogy. Teaching, it held, should build on what the child already knows and should seek to inculcate, by the choice of appropriate materials, the highest moral character. It should be organized in accordance with the “five formal steps” of preparation, presentation, comparison, generalization, and application. The Herbartian doctrine rested as much upon the interpretation of his followers as upon the master’s own works, and its influence was of relatively limited duration. Other ideas were coming to the fore, less direct and comprehensive than Herbart’s but having greater impact upon the educational consciousness of the next half-century.
The influence of Darwinian evolutionary ideas upon pedagogy was very marked. To the extent that the evolutionary viewpoint emphasized the processes by which individuals become adapted to their environment, as in the teachings of the English philosopher Herbert Spencer, their influence was profoundly conservative. But evolutionary ideas were also embodied within the child development theories of the American psychologist G. Stanley Hall, who argued that the stages of individual growth recapitulated those of social evolution and therefore that the distinctive character and status of childhood must be respected. The American philosopher William James also included evolutionary notions in his psychology. James’s emphasis, however, was not so much upon the processes by which individuals adapt as upon those through which they react creatively and positively with their circumstances, helping to shape and change these to meet their needs. James’s formulation of associationism, the building up of useful habit systems, had implications for the study of learning that teacher educators were quick to recognize and that were made more significant by the later experiments of the American psychologist Edward L. Thorndike (1874–1949). Thorndike’s work with animals stands at the beginning of a tradition that continues to the present day. The laws of learning that he formulated have for long been a staple of teacher-training courses in many countries. Thorndike saw psychology as the basis of a genuinely scientific pedagogy and claimed that “just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.” He went on to argue, with a degree of confidence that rings strangely today, that
Until about 1890 the “theoretical” elements in teacher preparation were of two kinds: the study of certain principles of teaching and school management, exemplified in the textbooks written by experienced schoolmen that were published in many countries during the second half of the 19th century; and instruction in “mental and moral philosophy,” history of education, psychology, and pedagogics. Some of the most popular and influential works, such as Rosencrantz’ Philosophy of Education, which was translated into English in the 1870s, made little distinction between philosophical and psychological data. But after 1890 psychology and sociology began to crystallize as more or less distinctive areas of study; students of education had a wider and more clearly structured range of disciplines to draw upon for their data and perspectives and to provide a “scientific” basis for their pedagogic principles.
In the middle years of the 19th century the ideas of the Swiss educator J.H. Pestalozzi and of the German Friedrich Froebel inspired the use of object teaching, defined in 1878 by Alexander Bain in his widely studied Education as a Science as the attempt
to range over all the utilities of life, and all the processes of nature. It begins upon things familiar to the pupils, and enlarges the conceptions of these, by filling in unnoticed qualities. It proceeds to things that have to be learnt even in their primary aspect by description or diagram; and ends with the more abstruse operations of natural forces.
The work of these pioneers also led to a clearer recognition of the developmental needs and character of childhood. Later contributors to the corpus of ideas that underlie the processes of teacher education continued to provide philosophical, sociological, and psychological justification for particular views of the nature of education and of teaching, and also had a greater or lesser influence on the methods to be employed in classroom and school.
The work of the German philosopher Johann Friedrich Herbart (1776–1841) was of particular importance in this latter respect. Herbart wrote a number of pedagogical works during his teaching career at the universities of Göttingen and Königsberg. In the latter part of the 19th century, the study of education along Herbartian lines became established in every European country, in America, and in Japan. Herbartianism offered a complete system—a philosophical theory, a set of educational aims, a rational psychology, and a pedagogy. Teaching, it held, should build on what the child already knows and should seek to inculcate, by the choice of appropriate materials, the highest moral character. It should be organized in accordance with the “five formal steps” of preparation, presentation, comparison, generalization, and application. The Herbartian doctrine rested as much upon the interpretation of his followers as upon the master’s own works, and its influence was of relatively limited duration. Other ideas were coming to the fore, less direct and comprehensive than Herbart’s but having greater impact upon the educational consciousness of the next half-century.
The influence of Darwinian evolutionary ideas upon pedagogy was very marked. To the extent that the evolutionary viewpoint emphasized the processes by which individuals become adapted to their environment, as in the teachings of the English philosopher Herbert Spencer, their influence was profoundly conservative. But evolutionary ideas were also embodied within the child development theories of the American psychologist G. Stanley Hall, who argued that the stages of individual growth recapitulated those of social evolution and therefore that the distinctive character and status of childhood must be respected. The American philosopher William James also included evolutionary notions in his psychology. James’s emphasis, however, was not so much upon the processes by which individuals adapt as upon those through which they react creatively and positively with their circumstances, helping to shape and change these to meet their needs. James’s formulation of associationism, the building up of useful habit systems, had implications for the study of learning that teacher educators were quick to recognize and that were made more significant by the later experiments of the American psychologist Edward L. Thorndike (1874–1949). Thorndike’s work with animals stands at the beginning of a tradition that continues to the present day. The laws of learning that he formulated have for long been a staple of teacher-training courses in many countries. Thorndike saw psychology as the basis of a genuinely scientific pedagogy and claimed that “just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.” He went on to argue, with a degree of confidence that rings strangely today, that
Oct 9, 2020 · In late 19th- and early 20th-century America, a new image of womanhood emerged that began to shape public views and understandings of women’s role in society. Identified by contemporaries as a Gibson Girl, a suffragist, a Progressive reformer, a bohemian feminist, a college girl, a bicyclist, a flapper, a working-class militant, or a ...
World War I began in 1914. Its inception resulted from many trends in European society, culture, and diplomacy during the late 19th century. In between these boundaries—the one opening a new set of trends, the other bringing long-standing tensions to a head—much of modern Europe was defined.
At the end of the 19th century, the industrial might of the United States propelled it into great power status. In the early 20th century, the United States grappled with its new role in the world and the effects of the second Industrial Revolution at home.
